Selective drop-out in longitudinal studies and non-biased prediction of behaviour disorders

By Dieter Wolke, A. Waylen, Muthanna Samara, C. Steer, Robert Goodman, Tamsin Ford, K. Lamberts. The British journal of psychiatry : the journal of mental science, 2009

626 citations recorded by the source corpus.

Background Participant drop-out occurs in all longitudinal studies, and if systematic, may lead to selection biases and erroneous conclusions being drawn from a study. Aims We investigated whether drop out in the Avon Longitudinal Study of Parents And Children (ALSPAC) was systematic or random, and if systematic, whether it had an impact on the prediction of disruptive behaviour disorders. Method Teacher reports of disruptive behaviour among currently participating, previously participating and never participating children aged 8 years in the ALSPAC longitudinal study were collected. Data on family factors were obtained in pregnancy. Simulations were conducted to explain the impact of selective drop-out on the strength of prediction. Results Drop out from the ALSPAC cohort was systematic and children who dropped out were more likely to suffer from disruptive behaviour disorder. Systematic participant drop-out according to the family variables, however, did not alter the association between family factors obtained in pregnancy and disruptive behaviour disorder at 8 years of age. Conclusions Cohort studies are prone to selective drop-out and are likely to underestimate the prevalence of psychiatric disorder. This empirical study and the simulations confirm that the validity of regression models is only marginally affected despite range restrictions after selective drop-out.

Subfields: Experimental and Cognitive Psychology, Health, Toxicology and Mutagenesis, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/543e2c67a041a849668e320e06267e75a2db553e

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In Experimental and Cognitive Psychology

1. M. Janosz
2. Robert Crosnoe
3. T. Leventhal
4. V. Dupéré
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Citations in the corpus

• Stressors and Turning Points in High School and Dropout (2015, background): “To begin with, at-risk families often do not enroll in these studies, and when they do, they are frequently lost to follow-up long before the targeted children reach adolescence (e.g., Wolke et al., 2009).”
• Behavioural Brain Research (2016, neutral): “Thereafter, the training of the two Cohorts was matched”
• How to handle missing data: A comparison of different approaches (2015, neutral): “Specifically, when studying high risk populations, missing data are more common than in community samples and loss of participants during the study is almost unavoidable (Windle, 1990; Wolke et al., 2009).”